Do Coping Responses and Racial Identity Promote School Adjustment among Black Youth? Applying an Equity-Elaborated Social-Emotional Learning Lens
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| Title: | Do Coping Responses and Racial Identity Promote School Adjustment among Black Youth? Applying an Equity-Elaborated Social-Emotional Learning Lens |
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| Language: | English |
| Authors: | Griffin, Charity Brown (ORCID |
| Source: | Urban Education. Feb 2022 57(2):198-223. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Coping, Racial Identification, Student Adjustment, African American Students, Equal Education, Social Emotional Learning, Self Management, Self Concept, Sense of Community, High School Students, Predictor Variables, Racial Discrimination, Urban Education |
| DOI: | 10.1177/0042085920933346 |
| ISSN: | 0042-0859 |
| Abstract: | This study examines two equity-elaborated social and emotional learning (SEL) competencies among Black adolescents: coping responses to race-related stress at school (self-management) and racial identity (self-awareness), and their relation to school adjustment (school belonging, school valuing, cognitive strategy use). The sample included 151 Black high school students (M[subscript age] = 16.42; 52% female) from the southeastern United States. Hierarchical regression analyses revealed that racial centrality moderated the relationships between active coping and school valuing and active coping and cognitive strategy use. Findings support the value of using an equity-elaborated lens to understand the role of SEL competencies for Black youth's school adjustment. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1325846 |
| Database: | ERIC |
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